AN ANALYSIS OF THE CLASSROOM INTERACTIONS IN SPEAKING CLASS X.

4 OF SMA NEGERI DARUSSHOLAH SINGOJURUH IN THE 2010/2011 ACADEMIC YEAR

CHAPTER I INTRODUCTION

This chapter discusses the general background of the research. It also presents the reasons for choosing topic. Moreover, it presents research problem, objectives of the research, significances of the research, area of the research and operational definition of the terms.

1.1

Background of the Research In the classroom, students do their educational activities and learning,

but they also do another activity like playing and socializing with their friends. Classroom, as stated by Gaies (in Tsui, 1995: 5) is called as crucible in which elements interact. These elements are the teacher and the students. Allwright and Bailey (1996: 18) also add that students also bring with them to the classroom their whole experience of learning and of life, along with their own By: YULIANA NIM. 53.06.0132 reasons for being there, and their own particular needs that they hope to see satisfied. The teacher brings experience of life and learning, and of teaching too. The process of teaching and learning is the most common element in the language classroom. Language teaching is a complex activity, and that this complexity derives primarily from the diversity of perceptions and the goals of the various participants who play a role in the teaching learning process (Tudor, 2001:43). Based on these definitions, then, language learning will be placed in ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF 17 AGUSTUS 1945 BANYUWANGI 2011 appropriate definition as the learning to have knowledge and skill in language. The process of teaching and learning almost occurs in the classroom. Classroom as a place where more than two people gather together for the purpose of learning, with one having the role of the teacher. Classroom is not a place where the teacher just carries out predetermined routines, but rather than a

place where various elements interact one another. These elements are the teacher with their educational background, the students, experience, knowledge, and expectation and also the activity in the classroom. Language learning occurs through meaningful interaction. Interaction, then, will certainly involves students. In other words, it can be said that language learning is a two way interaction between all the elements there are teacher and students in class. Those elements handle the same significant role in deciding whether the learning will achieve its aim or not. Each element cannot dominate the others. The teacher, then, handles a significant role in creating an atmosphere that stimulates students to participate in the classroom. According to Anderson, as quoted by Skinner (1984: 4-6), the teachers role in the classroom can be described under three broad categories: (1) Selecting and organizing material (The teacher has to select and organize the material to be learned); (2) Guiding and directing learning; and (3) Evaluation to know how well he has done as a teacher and how well his students have learned. Besides the teacher, the students also play many significant roles. In the language classroom, the students can be positioned as object; but sometime they have to put themselves as subject. It means that they are not only as receiver but also as an independent one who can speak up, give ideas, and contribute to language in the classroom. According to Chaudron (1998: 9), learners have their own initiative, productivity, and strategies in classroom learning rather than passive absorption of the teachers information of precise adherence to the performance of classroom activities. In the speaking class, the teacher and the students have significant roles to the process of teaching and learning. These elements (teacher and students) constantly interact one another in which the teacher and the students are the main subjects. In speaking class, the teacher is not allowed to dominate the class where he keeps talking or giving more question. Each element has as much to

contribute as very other participant in determining the direction and outcome of the interaction. In the speaking class, interaction should be encouraged. In other words, it is the teachers responsibility to promote the interactive language teaching in the class. In the interaction, however, teacher should not dominate the class, instead facilitate students in practicing speaking as much as they possibly can. The researcher did preliminary class observation to analyse the classroom interactions in speaking class at class X.4 of SMA Negeri Darussholah Singojuruh. To support this research, the researcher observed SMA Negeri Darussholah Singojuruh. The reason why the researcher wanted to do her research in this school, because it is a new school that has just registered as a senior high school in Banyuwangi in 2003 and opened the opportunity to do more study or research in this school. Moreover, the researcher had got some problem related to her study in this school such as the situation of class look like dominated by the teacher. So, the researcher conducts this research to know about other problem in speaking class. From the explanation above, we know that interaction in the language classroom is very important in the process of teaching and learning. In the speaking class, how the teaching and learning process run well also depends on the interaction between the teacher and the students. Therefore, understanding the interaction happening in the speaking classroom is also very important. Based on the description above, the writer decides to carry out a research entitled An Analysis of the Classroom Interaction in Speaking Class X.4 of SMA Negeri Darussholah Singojuruh in the 2010/2011 Academic Year.

1.2

Research Problem Based on the background above, the problem that came up in this

e. As information to another researcher who investigate the same problem deeply.

research formulated as follow: How is the classroom interaction in speaking class X.4 of SMA Negeri Darussholah Singojuruh in the 2010/2011 academic year? 1.5 Area of the Research The research will be carried out at SMA Negeri Darussholah Singojuruh. The reason why the researcher wanted to do her research in this school, because 1.3 Objective of the Research This research is intended to describe the interaction between the teacher and the learners in the speaking class at the tenth grade of SMA Negeri Darussholah in the 2010/2011 academic year. it is a new school that has just registered as a senior high school in Banyuwangi in 2003 and opened the opportunity to do more study or research in this school. Moreover, the researcher had got some problem related to her research in this school.

1.4

Significances of the Research This section explains about the benefits or significant of the research,

1.6

Operational Definition of the terms An operational definition identifies one or more specific observable

especially for: a. For researcher, this research could increase and add researcher knowledge and many new valuable experiences in language education that are useful to prepare to be an English teacher in the future. b. For The Faculty of Teacher Training and Education, 17 Agustus 1945 University Banyuwangi is enriching and enlarging the knowledge of English Education practitioners in making policies and arranging lecturers method in teaching. c. For teacher, this research can identify the problems arising in the speaking interaction and able to overcome them. d. For students, this research is very useful because they will get much information related to their activities in the classroom, especially in what patterns are the interactions between the teacher and the students happened in the speaking classroom.

conditions or events and then tells the researcher how to measure that event. Typically, there are several operational definition possibilities for variables and values. The operation chosen will often have an immediate impact on the course of the research, especially the findings. a. Analysis is the process of breaking up a concept, proposition, linguistic complex, or fact into its simple or ultimate constituents (Robert, 1999: 21). It is mean that analysis is an intentional effort to learn something of phenomenon. b. Speaking is kind of bridge for learners between classroom and the world outside (Hadfield, 1999: 7). In order to build the bridge, in the speaking activities the teacher must give them practice opportunities for purposeful communication in a meaningful situation. It means that learning to speak in a foreign language will be facilitated when learners are actively engaged in

attempting to communicate. Thus the teacher should give learners practice and oral exams to actualize their speaking mastery. c. Classroom interaction is the actions interrelated and performed by the teacher and the learners during instruction. There are some purposed interactions in the speaking classroom, such as exchanging ideas or information, sharing feelings or experience, and socializing. d. The elements of this interaction include teachers talk and students talk.

CHAPTER II REVIEW OF RELATED LITERATURE

In order to sharpen the theoretical framework of the research, this chapter is devoted to review some relevant theories and studies concerning with classroom interaction, interaction as teaching learning process, definition of speaking, classroom interaction analysis and method.

2.1 2.1.1

Classroom Interaction Interaction Brown (1994: 159) defines interaction as the collaborative exchange

of thoughts, feelings, or ideas between two or more people resulting in a reciprocal effect on each other. Interaction simply means communication. This includes talking and listening, head nods, gestures, glances, paths on the backs, frowns, and much other behaviour to which people assign meaning. So, interaction is two-way process, it is not only in the form of action and reaction. Interaction is more than this, more than action followed by reaction. Interaction means acting reciprocally or acting upon each other. Interaction usually also deals with the interpersonal work relationship of school professionals, for example teacher and his or her students. Teacher and students interaction has important roles for teaching and learning activity in the classroom. The teacher does something to the students; students do something in return. As a result of these reciprocal actions, the students learn. If this interpersonal relationship is good, it is assumed that learning will occur. On the contrary, if it is bad, the process of learning is not apt to occur; or if it does occur, it will in less degree and with less stability. In this case, these elements constantly interact with each other and make co-operative effort among them. Each participant (element) has as much

to contribute as every other follow procedures laid down in the textbook so that classroom, lessons closely participant in determining the direction and outcome of the interaction. can be seen as the transmitter of a message, communicating the textbook writer indirectly with the teacher and students in the classroom. By this condition, the 2.1.2 Classroom Interaction purpose of the language classroom interaction is Classroom the best possible opportunities in learning the sense of for giving everyone interaction is the establishment of rapport and alanguage. community in which the purpose of the and managing learning should come Thus, managing classroom interaction communication is for more about the personal goal. time the teacher asks somethingbe harsh, strict and authoritarian together. very Thus, the teacher can set out to to a certain student, then all the learners class, or he / she can also be a kind, learn something from it. with the can pay attention to what happens and tolerant and permissive. He / she can remain atoa Classroom Interaction students or become involved with ball 2.1. y es formal distance from the of them There are four typeslives, hopes and problems. Inon theclassroom in their personal of classroom interaction based the nature of teaching process, proposed by Roestiyah (198 : 41-45). interaction, the goal can be achieved by drawing the same resources as are availableteaching process is transferring knowledge to the learners. In this case, 1) The in all social situations, for example the way the people dress, move, sit and teacherFacial transmits the knowledge to the learners, and they accept it stand. just expression and tone of voice used when speaking can also say much more about how a person feels than the words that he / she utters. But one without any complain and feedback. thing that makes it different from the general interaction is its primary pedagogic purpose.

TEACHER

STUDENTS

Meanwhile, Roestiyah (1994: 35 know how to learn. In such 2) Teaching is the way to make the learners 36) said that the classroom interaction is forteacher does not purpose because there is process ofalso as a interaction, the educational only transmit the knowledge but teaching and facilitator. By this situation, In such interaction, students can improve their learning in the interaction. there will be teacher students interaction. knowledge and skill so that their ideal can be reached. According to Allwright and Bailey (1996: 18-19), the constant interaction in the classroom cannot be taken for granted. It cannot be guaranteed 3) Teaching is an interactive relationship between teacher and students, and just by exhaustive planning. Hence, classroom interaction has to be managed by also among students themselves. The real reaction is not only action and everyone taking parts, not just by the teacher because interaction is obviously reaction but also the interaction among individuals. not something you just to people, but something people does together, collectively. Moreover, Thomas A. M. (1996: 13) said that the participants of the classroom interaction are teacher, learners, and the textbook writer. In the

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2. There are procedures (the way of interaction) which are planned to reach the target which has been specified. 3. Teaching learning interaction has to sign with one special subject or must be designed suitable with the target of teaching learning activity. 4) Teaching islearning interaction must be signed with some activities. 4. Teaching the process of the interaction between students and students and their consultation to the teacher. In this active in students getbesides, teacher Consequently, students are hoped to process, the class, the experiences from their friend, then, it is consulted and discussed with the teacher. gives guidance and explanation when they have difficulties to receive the For improving students learning activity, the teacher should also be able to subject. 5. give them motivation in order to solve the problem being given. Teacher is as counsellor in the teaching learning of interaction in the classroom. They should try to give motivation, support and advice to the student to develop their personality. Specifically, to create the good condition in teaching learning process. 6. Discipline attitude is required in the teaching learning interaction. Discipline is interpreted in behaviour pattern in teaching learning interaction. It can be managed with the rules which have been agreed by 2.2 them in the teaching learning situation.Process Interaction as Teaching Learning The application of discipline can run Teaching of them try to be consistent with agreement in the activity well when bothlearning process will be interpreted with interactionteaching between two process.being elements, namely students as subject for learning and learning human teacher as a limited teaching. In the of the study there should be the 7. There issubject for time. To reachtermstarget of other interactions, it will represent the momenttime. Thus, the goals can be quickly reached.people and the determination of of reciprocal communications between one other to reach the target of learning activity (Sardiman, 2000: 8). Therefore, the interaction process between teacher and student is required to support 2.2.1 The Role of Teacher components that have effect in taking place of teaching learning process. Teachers play very important roles in educational practice because the teachers The interaction learning-teaching process, which is the core thatthe who conduct a characteristics of teaching learning process of is different from the other interactions as follows: educational activity. One important is instruction about academic content to 1. Teaching student interaction has the target (goal) about the world and to promoting in learning the development of knowledge by helping the studentsthe develop their personality or students as subjects of control. personal intelligence to use that knowledge for problem solving and creative efforts.

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According to Wright (1997: 51-52), the teacher has two major roles in the classroom. The first is to create the conditions under which learning can take place: the social side of teaching and the second is to impact, by a variety of means, knowledge to their learners: the task-oriented side of teaching. The theory above is agreeable to Brown (1994: 160), who divides the roles of the teacher in the classroom into five major roles namely: the teacher as controller, director, facilitator, and resource. In detail description, the roles of the teacher can be seen as follows: a. The teacher as controller A teacher is expected as controller, he or she is always in charge every moment in the classroom. The controller determines what students do, when they should speak, and what language forms they should use. The teacher can often predict virtually all students responses because everything is mapped out ahead of time, with no leeway for going on tangents. b. The teacher as conductor Sometimes, interactive classroom time can legitimately be structured in such a way that the teacher is like a conductor of an orchestra or director of a drama. As students engage in either rehearsed or spontaneous language performance, it is teachers job to keep the process flowing smoothly and efficiently. c. The teacher as director This metaphor captures of teacher roles as one who plans lessons and modules and courses, one who structure the large, longer segments of classroom time, but who then allows each individual player to be creative within those parameters. A manager of successful cooperation, for example, keeps employees pointed forward goals, engage in ongoing evaluation and feedback but gives freedom to each person to work in their own individual areas of expertise. A language class should not be marked differently.

d. Teacher as facilitator A less directive role might be described as facilitating the process of learning; creating learning easier for the students; helping them to omit obstacles, find shortcuts, and negotiate rough terrain. The facilitating roles require the teacher step from the managerial or directive role and allow students, with teachers guidance, to find their pathways to success. A facilitator capitalizes on the principle of intrinsic motivation by allowing students to discover language through using it pragmatically rather than telling them about language itself. e. The teacher as resource The implication of resources role is that the students take the initiative to come to the teacher. He should know the subject well enough so that he can conduct activities. The teacher gives advices and counseling when the students seek it. The teacher should act as consultant or adviser, helping where necessary.

2.2.2 The Role of Learner Nunan (1998: 80) quotes the analysis carried by Richard and Rodgers that their comprehensive analysis devotes considerable attention to learners and teacher roles. The following table is based on their analysis: Table 1. The Roles of the Learner Based On Teaching Methods No. 1. 2. 3. Approach Oral/situational Audio lingual Communicative The Role of Learner Learners listen to teacher and repeat; no control over content or methods. Learners have little control; reacts to teacher direction; passive; reactive role. Learners have an active, negotiate role; should contribute as well as receive.

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4.

Total Physical Response

5. 6.

The Silent Way Communicative Language Learning The Natural Approach

7.

8.

Suggestopedia

Learners are listener and performer; little influence over content and none over methodology. Learners learn through systematic analysis; must become independent and autonomous. Learners are members of social group or community; move from dependence to autonomy as learning progresses. Learners play an active role and have relatively high degree of control over content language production. Learners are passive, have little control over content or methods.

facilitated when learners are actively engaged in attempting to communicate. Thus the teacher should give learners practice and oral exams to actualize their speaking mastery. As speaking is to communicate, it generally becomes the main goal for most people in learning a language. People who learn the language certainly intend to speak it, meaning that when a language learner wants to master a certain language, the first language skill he wants to acquire is the speaking ability. For developing speaking skill, there are three stages that should be learnt by the learner: setting up, speaking practice, and giving feedback.

The analysis above demonstrates the wide variety of learner roles which are possible in the language classroom. In CLT, the learner has a role as negotiator. This role enables the learner to negotiate the activities in classroom. He or she may negotiate between himself or herself, the learning process, and the object of learning. As described by Breen and Candlin in Richard and Rodgers (1998: 77) the learners role within CLT is the following: The role of learner as negotiator between the self, the learning process, and the object of learning emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes 2.3 Speaking

2.3.2 Speaking as Communicative Competence According to Jack C. Richard (2001: 10) communicative competence is viewed as mastery of functions needed for communication across a wide range of situations. Lyons in Brown (1996: 11) states that linguistic competence is the knowledge of particular languages, by virtue of which knowledge those who have it are able to produce and understand utterances in those languages. Speaking is a skill which people are most frequently judged, and through this they may make or lose friends. It is a vehicle par excellence of social solidarity, social ranking, professional advancement and business. It is also a medium through which much language is learned. Learners must have knowledge of grammar and vocabulary so that they are able to speak. The application of this knowledge can be realized by their speaking ability. Bygate (1997: 4) states that there is a fundamental deference between knowledge and skill. Both can be understood and memorized, while only a skill can be imitated and practiced. He clarifies that skill can be seen from two basic ways. The first is motor-receptive skills that involve perceiving, recalling, and articulating in the correct order sound and structures of the language. The second is interaction skills that involve making decisions about communication,

2.3.1 Definition of Speaking Students learning is considered to be successful if they can communicate effectively in their second or foreign language. Hadfield (1999: 7) says that speaking is kind of bridge for learners between classroom and the world outside. In order to build the bridge, in the speaking activities the teacher must give them practice opportunities for purposeful communication in meaningful situation. It means learning to speak in a second language will be

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such as: what to say, how to say it, and whether to develop it, in accordance with ones intentions while maintaining the desired relations with others. The notion what is right or wrong depend on such things as what people have decided to say, how successful they have been so far, whether it is useful for sorts of relation they intend to establish or maintain with their interlocutors. Interaction skills involve the ability to use language in order to satisfy particular demands. Bygate (1997: 7) proposes two demands which can affect the nature of speech: the fact that speech takes place under the pressure time and the dimension of interpersonal interaction in conversation or it might call reciprocity conditions. In relation to this, Fraser states that when people use language, they characteristically do three things: they say something; they indicate how they intend the hearer to take what they said; and they have definite effects on the hearer as a result (Richard, 1983: 30). Considering what Fraser said, it can be concluded that language means something spoken. People usually speak or share ideas or their opinions with one another by using language. Almost all people in the world do this in order to persuade someone to do something, or sometimes to get to agree with them, or they may do it simply to maintain social contact. Speaking is an act to express ones ideas, feeling, purpose, and thought orally. When the speakers communicate with someone, he communicates something that to take and give some information. The people who communicate the message, they may have a certain expectations as the response of person to whom they are addressing it. They send their message and select the linguistic elements to express it, so as to arouse in the receiver meaning they are trying to convey. A speaker selects different elements when the receiver is sympathetic from those he would select for hostile listener or one who needed to be persuaded.

2.4

Classroom Interaction Anal sis As a teacher, knowing about the classroom interaction and analyzing it

have many purposes such as that he or she can choose an appropriate method, strategy, or technique to learn the material whose aims are to make the effective of learning process. Flanders (in William, 1974: 21) designs some categories for observation of classes that is the foreign language interaction analysis model. The instrument is divided into the teacher talk and students talk.

2.4.1 Teacher Talk According to Richard Watson Todd (1997:28), teacher talk is a proven phenomenon which helps the students in learning process. Therefore, there would be a variety of language modification used by the teacher to be examined. Moreover, Moskowitz in his FLINT (Foreign Language Interaction), an instrument inspired by Flanders Interaction Analysis Categories (FIAC) with some adaptations and additions to make it more relevant in language classroom, provides some categories of teacher talk (Thomas, 1987: 22): a. Indirect Influence 1. Deals with feelings: communicating understanding of past, present, or future feelings of students in a non-threatening way, accepting, etc. 2. Praises or encourages: praising, complimenting, telling students what they have done or said is valued; trying to give them confidence; confirming that their answers are correct, etc. 3. Jokes: intentional joking, kidding, making puns: attempting to be humorous but not at anyones expense, etc.

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4. Uses

ideas

of

students:

clarifying,

interpreting,

8. Gives directions: giving direction, requests, or commands which students are expected to follow. 9. Direct pattern drills: giving statements which students are expected to repeat exactly or to change from one form to another. 10. Criticizes students behavior: rejecting the behavior of students, trying to change the non-acceptable behavior. Communicate anger,

summarizing/rephrasing the ideas of students but still recognized as being students contributions. 5. Repeat student response verbatim: repeating the exact words of students after participate. This often occurs in a pattern drill. 6. Ask questions: asking questions to which an answer is expected. 7. Asks cultural questions: asking questions related to the culture and civilization of the target people or country. 8. Personalizes: asking questions which relate to the students personal lives. Relating the content being learned to the students personal lives. b. Direct Influence 1. Gives information: giving information, facts, own opinion or ideas, lecturing, or asking rhetorical questions. 2. Correct without rejection: telling students who have made a mistake the correct response without using words or intonations which communicate criticism. 3. Discusses culture and civilization: talking about the culture and civilization of the target people or country. Presenting facts, anecdotes, and points of interest related to the cultural aspects. 4. Models: modeling examples for students by giving the lines of a dialogue, a sample for a pattern drill, illustrating the pronunciation of words or sounds. 5. Orients: telling students the procedures they will be following. Giving an overview or preview of what is to come. Setting standards, regulations or expectations. 6. Personalizes about self: talking about her/him. 7. Carries out routine tasks: attending to routine matters, for example: passing out books, test paper, etc.

displeasure, annoyance or dissatisfaction with what students are doing. 11. Criticizes student response: telling the student that his response is not correct or acceptable and communicating by words or intonation criticism, displeasure, annoyance, rejection.

2.4.2 Students Talk According to Maskowitz in his FLINT, there are five categories of student-talk (Thomas, 1987: 22): 1. Specific: students response to the teacher within a specific and limited range of available or previously answers 2. Choral: Choral response by the total class or part of the class 3. Reads Orall : a students or students read aloud to the class 4. Open-ended or Student-Initiated: responding to the teacher with students own ideas, opinions, reactions, feeling: giving one from among many possible answers which have been previously shaped but the students must make a selection and then initiating to participate in the classroom interaction. 5. Off Task: acting fresh. Being off the subject and non-task oriented. Being disorderly. This category refers to individual students.

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Analysis Categories (Allwright and Bailey 1991: 202). Like FIAC, the system focuses its analysis on the verbal behaviors of the teacher and the learner during interaction. Interaction is, therefore, divided into teachers talk and students talk, as would be applicable in a foreign language classroom interaction. The complete plan of the analysis can be seen in the following figure: Table 3: Foreign Language interaction analysis (FLint) system

2.5

Interaction Anal sis Method There are several methods of classroom interaction. Among the

famous methods are Flanders Interaction Analysis Categories (FIAC), the foreign Language Interaction analysis (FLint) system, Brown Interaction Analysis System (BIAS), and Fanselows multidimensional system for observing interaction. 1) Flanders Interaction Analysis Categories (FIAC) Flanders pioneering work on interaction analysis was developed in 1970 (Allwright and Bailey, 1991: 10). It has been widely referred to and used as a model of classroom interaction analysis. Flanders used the term for his ten categories observation schedule, which is reprinted here (see table 2).

Moskowitz expanded and refined Flanders categories and then used FLint as a research tool, to pursue the issue of what constitutes good language teaching, and as a feedback tool in teacher training.

2) The Foreign Language Interaction Analysis (FLint) system The Foreign Language Interaction Analysis system (FLint) was developed by Moskowitz in 1968 as a modification of Flanders Interaction

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3) Brown Interaction Analysis System (BIAS) This system was developed by Brown and designed for use by teams of students and teachers in microteaching (Brown, 1975: 66). This system is simpler than both FIAC and FLint, with only seven categories, three types of teacher-talk, two of student-talk, one silence, and unclassified. The complete categories and the explanation of each are presented in the following figure: Table 4: Brown Interaction Analysis System (BIAS)

4) Fanselows multidimensional system for observing interaction In 1977, Fanselow developed a multidimensional system of interaction analysis for either live observation or analysis from a recording. The system was called Foci for Observing Communications used in Settings (FOCUS). Instead of a temporal judgment, the unit of analysis is the pedagogical move, with the categories of pedagogical purposes, namely structuring, soliciting, responding, and reacting. The foci of the whole observation are formulated in the form of five questions as follow: 1. Who communicate? (Teacher, individual/group of student class) 2. What is the pedagogical purpose of the communication? (to structure, to solicit, to respond, to react). 3. What mediums are used to communicate content? (linguistic, nonlinguistic, Para-linguistic)

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4. How are the medium used to communicate areas of content? (attend, characterize, present, relate, re-present) 5. What areas of content are communicated? (language system, life, procedure, subject matter)

CHAPTER III RESEARCH METHODOLOGY

This chapter highlights the research methodology proposed in this research. They are the research design, area determination method, respondent determination method, data collecting method, and data analysis method.

3.1 Research Design It is very important to know and use the right method in order to get a good understanding about the problem being researched. In this research, the writer uses qualitative research. Qualitative research focuses to the student and teacher behavior and also the interaction between them in teaching learning process. In qualitative research, as suggested by Fraenkel & Wallen (2000: 430), the writer investigates the quality of relationship, activities, situation, or materials. To describe the interaction made between the teacher and the students in the classroom, the writer uses descriptive method. Brumfit and Mitchell (1995:11) give opinion over the aim of descriptive method. They mentioned that descriptive research aims at providing as accurate account as possible of what current practice is; how learners do learn, how teachers do teach, what classroom looks like, at a particular moment in a particular place. From the statement above, the researcher will use descriptive research design because she will describe and analyze the interaction between a teacher and students in speaking class of X.4 at SMA Negeri Darussholah Singojuruh.

3.2 Area Determination Method The research area determination which is used in this research is purposive method. The research will be conducted at SMA Negeri Darussholah

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Singojuruh. The reason why the researcher want to do her research in this school, because it is a new school that has just registered as a senior high school in Banyuwangi in 2003 and opened the opportunity to do more study or research in this school. The research area is suitable with the researcher criteria where the researcher can take many data which is needed to complete this research.

interaction between a teacher and students, teachers activity and teachers problem in the classroom. There are two kinds of observation namely participant observation and non-participant observation. Participant observation is when the investigator becomes participant as respondents of particular group or organization. Nonparticipant observation is procedure in which the investigator observes in natural setting and it is not an actual participant in a particular group or

3.3 Respondent Determination Method Arikunto (2006: 130) quoting from Encyclopedia of Educational Evaluation, states that population was a set (or collection) of all elements possessing one or more attributes of interest. Population is all individuals which become the source of sampling. In this research, the population is all the tenth grade students of SMA Negeri Darussholah Singojuruh. The researcher will be applying purposive method in this research. The researcher will be analyzing the interaction between teacher and student in class X.4 at SMA Negeri Darussholah Singojuruh. Based on the information from the English teacher, class X.4 have good achievement and performance in English lesson, especially in speaking.

organization. In this research, the researcher uses non-participant observation because the researcher is not active when doing the observation.

3.4.2 Interview According to Sutrisno Hadi (1973: 225), Interview is as the process of asking and answering speaking where two or more people facing each other physically which one can look others face and listen the utterances sound by their own ears. Interviewing as a verbal discussion conducted by one person with another for the purpose of obtaining information. Those are: to construct about people, phenomenon, event, organization, feeling, motivation, demand, affection, and other determination, reconstruct the determination as what was experienced; projected it as a hope in the future; verify, change and expand the

3.4 Data Collection Method This research will use three methods in collecting data, they are: observation, interview, and document analysis. 3.4.1 Observation The researcher used a classroom observation form. Sutrisno Hadi (1973: 159) state that observation is meant by monitoring and writing with systematic of phenomenon which identified. The effective way in using observation method is completing with the observation form as an instrument (Arikunto, 2006: 229). From this instrument, the researcher will get information about the

information got from other people (triangulation); verify, change and expand the construction developed by the writer as member-check. Arikunto (2006: 227) divide the interview into two types. The first is structured interview; the questions and alternative answers permitted to the subject are predetermined and are rigidly followed by all respondents. The second is an unstructured interview that is a more informal interview. Free questioning of the subject is possible regarding their view, attitude, belief, and other information. In this research, the researcher uses a structure interview because the answers from the respondent will be easily to classify and analyze.

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3.5.2 Reduction of the Data 3.4.3 Document Anal sis Writtenresearch, the are sources in the speaking classare recorded, and In this documents interaction of research, which is often having important rolesrecorded material the researcher 2002: 69).the next step that is then from the in qualitative research (Sutopo, conducts According to Elliot (1993:78), documents can provide information thatHuberman (1992: 16), data called data reduction. According to Miles and is relevant. In this research, the researcher also interpreted asand camera asof selection, simplification, and reduction can be uses recorder the process the documentation. transformation of the data to the field notes. This activity involves synthesizing the Data Anal obtained from 3.5 information sis Method source of data into a coherent description. In analyzing involves selection, focus, an interactive model of analysis This process the data, the writer uses simplification and abstraction of thatdata in the field note. It isproposed by Miles and Huberman (1992: 16), they the consists of four steps as done during the research activities. In reduction of are data, the researcher makes a code of the data, display of the data, and the collecting of the data, reduction (categorize), focuses the topic, writes conclusion drawing. Those problems observe. In short, she will reduce the memo, and also limits the components of analysis are interrelated during research process. Theunimportant of analysissupporting the data as follows: information if it is component and not can be visually seen the researcher needed.

3.5.3 Displa of the Data The next component is analyzing the data. This technique is used in arranging information, description or narration in order to draw the conclusion. By presenting the data, the researcher considers what she should do. In addition, she could make the analysis or take the other actions based on her understanding. In the form of narration, the data also can be enriched with pictures, tables, charts, diagram, etc. 3.5.1 Collecting of the Data 3.5.4 Conclusion Drawing Data collecting is the process which collects all data both numeric and The last activity is drawing conclusion and verification. This stage words from observation, interview, and documents. It is conducted as long as shows the final result of the research. Using the result of finding, the researcher data are still required. It is stopped if they are sufficient. expects to be able to give clear descriptions about the teaching learning/classroom interaction happening in class.

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